Chapter I

THE PROBLEM

Introduction

The computer revolution may well be far more sweeping than the

industrial revolution and certainly far more sudden. The effects of the computer

are now seen in spectacular ways in many areas of people’s lives. In education,

educators have already taken the first step of equipping their schools ready for

this revolution. There are some issues on how the schools implement this new

technology such as the preparation in all aspects to handle and maintain such

systems and the responsiveness of the school managers in such technologies

that may create a big change in their constituents.

In the Philippines, the Department of Education (DepEd) at present is

towards this direction. A plan to have e-classroom in the elementary and

secondary schools is on its way. Teachers are undergoing re-training to fit into

the e-classroom. Equipments are being purchased together with the necessary

courseware in preparation for these big changes in the public educational

system.

The Information and Communication Technologies (ICT) have contributed

tremendously to the progress of nations in the last decade. The significant

improvements in ICT are revolutionizing the way modern day governments

deliver services to the citizens. The Philippines has also taken progressive steps

towards e-Government transformation like other developed countries. DepEd

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Computerization Program (DCP) of the Department of Education that aims to

provide public schools with appropriate technologies that would enhance the

teaching-learning process and meet the challenges of the 21st century. This

program shall respond to the computer backlog of public schools by providing

them hardware and software, and training on simple trouble shooting.

ICT play a proven critical role in enhancing the quality of education. They

are particularly important in helping teachers and pupils to perform more

effectively. To make the best use of ICT, teachers must be equipped with

adequate ICT competencies. In the process of integrating ICT into education,

both teachers’ ICT competencies and how they perceive the role of ICT in their

teaching/learning process play key roles. Analysis, design, development,

implementation, evaluation, and management of ICT in education require

diversified competencies and knowledge. The use of ICT has become pervasive

in daily lives and has received wide attention from many people from all walks of

life. School administrator and officials are facing competitive pressure to make

their delivery of service effective and efficient and to make their client/ pupils

globally competitive as they leave the portals of their school (Nacario, Osea,

Foronda, and Lirag, 2014).

The teacher’s role in the integration of computers in schools is obviously

very important, and every educational reform effort should take into consideration

teachers’ knowledge, skills, beliefs, and attitudes and human elements are

important in school reforms. Similarly, theory of school change also emphasizes

2
that the alteration of mindsets, such as pedagogical assumptions, values, and

beliefs, is a key factor to any educational change effort.

To realize the potential of ICT, schools must understand the complexity of

its implementation in terms of innovation and change and that change with ICT is

in continuous progress and demands ongoing coordination and support.

Moreover, the correct conditions must be in place so that schools can adapt to

these changes. This means that schools need facilitator or a change agent;

someone who can guide and support the school during the process of

implementing ICT into education. Technology specialists assign this role to the

ICT coordinator, also known as the technology or computer coordinator. The ICT

coordinator plays an important role in the integration and management of ICT in

schools. With a good understanding of this process, an ICT coordinator can help

change schools in positive ways. In this respect, ICT cannot facilitate learning

and instruction without the support of an ICT coordinator as a change agent

A report from the 21st Century Literacy Summit contends that the

explosive growth of technology in every aspect of society offers a unique

opportunity to engage citizens in economic and civic life. To take advantage of

this opportunity, people must continually acquire and develop new knowledge

and skills. Information and communication technologies are raising the bar on the

competencies needed to succeed in the 21st century, and they are compelling us

to revisit many assumptions and beliefs so teachers and pupils must be well

equipped with skills relative to learning skills, literacy skills, and life skills.

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 In the elementary school a lot of teachers would like their pupils to be

enriched with ICT skills. However, they faced different barriers that hinder them

to do so such as lack of working computers available for pupils and teachers, the

computer facilities and technology used by the pupils, networking and internet

access, interest of both teachers and pupils, and accessibility of the sites.

Furthermore, many significant factor is lack of supervision and having the

traditional classroom role can affect the integration of ICT program, as well.

Teachers being assigned in multiple, complex and demanding tasks resulted to

only few teachers can comply with the existing program. Other factor is

competent staff in the school. This clearly pictured the roles of ICT coordinators

be applied and to deliver their functions to strengthen ICT instruction. The

researcher being the one assigned as ICT coordinator really feels the need to

have a support program to enhance the competencies both coordinators and

teachers in the said program. This will result to technological advancement of

the teachers and pupils in the elementary schools.

Statement of the Problem

This study aims to assess the extent of performance of ICT coordinators in

Public Elementary Schools in Area 2 in the Batangas Province as basis for ICT

support program to enhance the ICT competencies of coordinators.

Specifically, it will seek to answer the following questions:

1. What is the profile of the schools in terms of:

1.1 Location of the school;

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 1.2 Number of years of using ICT;

1.3 Computer software used; and

1.4 ICT program offered?

2. How may the ICT coordinators be described relative to:

2.1 Learning skills;

2.2 Literacy skills;

2.3 Life skills; and

2.4 Attitudes towards ICT?

3. How do the responses compare? Are there significant differences?

4. What is the role of ICT coordinators with regards to:

4.1 Planning ICT policy plan;

4.2 Budgeting resources;

4.3 Implementing ICT plan; and

4.4 Evaluating pupil outcome?

5. What are the challenges met by ICT coordinators in improving the

teachers’ performance?

6. Based on the findings, what ICT support program may be proposed to

enhance the competencies of the ICT coordinators?

Scope, Delimitation and Limitation of the Study

This study will cover the profile of the district schools in area 2 of

Batangas province such as location of school, number of years using ICT,

computer software used and ICT program offered. This will also focus on how the

5
ICT coordinators are described relative to their learning skills, literacy skills, life

skills and attitudes towards ICT. Furthermore, the study will also determine the

role of ICT coordinators in the implementation of ICT program as being the

planner, budgeter, educator and technician. Added to this, it challenges that ICT

coordinators faced in improving the teacher’s ICT performance will be identified

to provide positive impact to the academic performances of their students.

A survey questionnaire will be used in data gathering and for further

evaluation of the role of ICT coordinators, the researcher will also use

documentary analysis, make an interview among school administrators, and

focused group discussion among the teachers who will participate in the study.

Teachers who are not designated as ICT coordinators will not be part of

the subject of the study to lessen the possible confusion about the analysis of the

gathered data.

The study is limited to public elementary school teachers to have a

common denominator on the extent of ICT coordinatorship and basis for their

role and function as coordinator.

Another weakness of this study is that it will rely only on the responses

regarding the data printed on the adapted survey questionnaire. Though, there

will be an interview to be conducted, it will only be used for the analysis of results

and will not be transcribed or presented in the results and discussion.

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Significance of the Study

The study will be beneficial to Department of Education, school heads,

teachers and faculty of district schools in area 2 Batangas province, ICT

Coordinators, pupils, researcher and future researcher.

To the Department of Education, Batangas Province, it will help the

government agency to make alterations and improvement to the current

curriculum that will coordinate with the ICT and activities to encourage students

to comply with the rules and regulations relating to ICT education. This lend a

support to the conclusions that teacher’s performance in ICT integration across

content areas and the variations indicate the teacher’s assessment of ICT

coordinator performance to transfer measurement knowledge into ICT

coordinatorship in the primary education.

To the school heads, this will help them in enhancing and maintaining

quality of education relative to ICT in their school through assessing performance

of ICT coordinators. Also, it will provide salient information to improve ICT

teaching and in setting of performance geared towards the implementation of ICT

in different curricular offerings in their institution.

To the teachers and faculty of district schools in area 2 Batangas

province, this study will help the teachers to proposed faculty and pupil centered

development programs to enhance the productivity of ICT coordinators and to

increase the awareness of the administrators, teachers, parents and pupils on

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the advantages of ICT to the education reform. Both teachers and faculty will be

able to gauge their own progress towards achieving the desired outcomes.

To the ICT Coordinators, this study will help them to further analyze the

their description and role as mentor and person to guide or implement the ICT for

education reform of district schools in area 2 of Batangas province. This will also

allow them to enhancing the thrust of the academe in the light of the current

issues in developing ICT integration to school curricular.

To the pupils, this will enhance their consciousness on how the ICT

subjects and programs provided for them will enhance their knowledge, skills and

attitude to be more competent individual for their future use.

To the researcher, the study will enhance her knowledge on the role of

ICT coordinator that may help her in elaborating its functions to the pupils and to

give recommendation based on her experience as teaching personnel of district

school in integrating ICT to teaching and learning of pupils.

To the future researchers, the results of the study will guide them about

the ICT coordinatorship and can be used for their future endeavour when they

decided to relate their study to ICT coordinatorship. The study will serve as

comprehensive reference of the future researchers conducting studies related to

the performance of ICT coordinators and integration of ICT to education. The

findings of the study can be used to substantiate results of their own research.

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 CHAPTER II

REVIEW OF LITERATURE

This chapter presents relevant information and literature based on books,

journals and other theses that help the researcher to make a positive outcome of

her identified problem with relevance to the study

Conceptual Literature

This deals on the reviewed literature regarding this study. Specifically, it

discusses the topics such as Information and Communication Technology in

Instruction, 21st Century Skills for Digital Age, Information and Communication

Technology Coordinatorship, Information and Communication Technology

Support Program and Development of Information and Communication

Technology Support Program.

Information and Communication Technology Instruction

The Philippine government needs to ready itself to face such challenges

that will become more and more common in the times to come. Government

responses to the needs of its people need to be not only effective but also quick

and timely. Such demands on national resources also mean that government

efforts need to be as efficient as possible. Also of equal importance is building a

better business environment to boost the economy. More transparent business

practices, more secure transactions and equal opportunities for all need to be

fostered. The Philippines needs to prepare itself to take advantage of economic

recovery that will come in the near future (Consulta, 2014).

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 The Philippine Digital Strategies serves as the Philippine ICT Roadmap

2011-2016 and is a product of a series of consultations, dialogues and

researches to guide the stakeholders on how ICT can make a difference in key

areas such as government and governance, in education, our economy, in

employment and our industries and small businesses; and how it can be used for

national development, empowering citizens, fighting corruption and poverty, and

transforming government (E-Gov, 2012).

Setting standards is an important and effective learning tool because they

express clear expectations of what all learners should know and be able to do.

For the country, standards are a common reference tool and provide a defined

framework for national testing. For schools, standards provide a focus for

developing new ways to organize curriculum content, instructional programs and

assessment plans. For the teachers, standards will help them design curriculum,

instruction and assessment on the basis of what is important to learn. They also

enable teachers to make expectations clear to students, which improves their

learning. For pupils, standards set clear performance expectations, helping them

understand what they need to do in order to meet the standards (Steiner, 2012).

ICT curriculum standards for K-12 schools in the Philippines will serve as

a framework for technology integration in various academic content area

instructions from kindergarten through grade 12, function as a guide for

curriculum decisions by providing student performance expectations in the areas

of knowledge, skills and attitudes, and provide examples of classroom activities

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and instructional strategies utilizing ICT that will guide teachers as they design

instruction to help their pupils meet learning expectations. The process of

integrating standards into the curriculum should emphasize learning and growth

for all as the natural and desired outcome of reform in the schools. From that

perspective, a standards-based curriculum includes not only goals, objectives,

and standards, but everything that is done to enable attainment of those

outcomes and, at the same time, foster reflection and revision of the curriculum

to ensure pupils ' continued growth (Bonifacio, 2013).

Instruction integrating ICT in Philippine schools will be created based on

these standards. Curriculum content will be created after carefully selecting and

analyzing the standards to be met. Educators should refer to the targeted skills

for each content area and grade level as they plan and implement their

classroom activities. Instructional activities and assessments are to be selected

and designed through which pupils can demonstrate mastery of standards

(Chang, 2012).

Standards help to determine what students must know or be able to do to

perform well on the assessment. The instructional plan should provide all

students with adequate opportunities and different teaching strategies to

accommodate learning styles and needs in order to learn and practice the

necessary skills or knowledge provided in the standards (Gedera and William,

2016).

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 Because ICT is complex, having a well-defined set of curriculum

standards in the Philippines will guide educators in defining and meeting the

technology knowledge and skills Filipino students need in their current academic,

tertiary education and future work requirements thus making them globally

competitive. With the implementation of the K-12 curriculum, a new DepEd

mandate wherein students will extend for two more years in secondary school,

much more funding is needed, and much more learning is expected.

While DepEd continues to grapple with the problem of improving quality

and broadening access, new challenges to educational institutions have emerged

within the context of globalization, the rapid development of new digital

technologies, and the transition to a knowledge-based economy. In a knowledge-

based economy, knowledge is the most precious asset, driving growth, wealth-

creation, and employment, and education serves as the key to economic and

social mobility.

Research has indicated that the use of ICT can support new instructional

approaches and make hard-to-implement instructional methods such as

simulation or cooperative learning more feasible. Moreover, educators commonly

agree that ICT has the potential to improve student learning outcomes and

effectiveness. Integration has a sense of completeness or wholeness, by which

all essential elements of a system are seamlessly combined together to make a

whole (Chang & Wu, 2012). Schools have seen an exponential increase in the

range of ICT being utilized for learning and teaching over the past decade,

12
especially with the advent of the Internet. What is exciting is not just more

technology but that there are more types of technology which teachers can pick

and choose from, based on their own pedagogical preferences (Choy, Suan &

Chee, 2012).

The bulk of investment requirements for implementing ICT in education

come from government funding. However, the DepEd involves other government

agencies, local governments and the private sector to finance various

components of building up a program in ICT in education

ICT can improve the quality of education and heighten teaching efficiency

through preservice training and programs that are relevant and responsive to the

needs of the education system. This will allow teachers to have sufficient subject

knowledge, a repertoire of teaching methodologies and strategies, professional

development for lifelong learning. These programs will expose them to new

modern channels of information, and will develop self-guided learning materials,

placing more focus on learning rather than teaching. However, it is important to

point out that ICT is used to enhance teaching styles, and “should not replace the

role of the teacher.” (Morley 2005).

Education has largely contributed to an increase in developing knowledge,

providing and enabling environment for innovation and in building human capital

required for potential and challenging ICT demands have made remarkable and

the utilization of ICT technologies in education. Such technologies have become

the key driven of the digital network in an era of the technology driven education.

13
More schools and communities now have access to ICT resources to join the

global economy with knowledge workers who have 21st century skills and are

inspired by life-long learning. The Dakar Framework of Action for Education for

All (EFA), adopted in 2000 as a road map to meet Education for All by 2015,

highlights the role that ICT has support the EFA goals at an affordable cost. ICTs

have great potential for knowledge dissemination, effective learning and the

development of a more efficient education services. Much effort has been made

towards the advancement of education and multi-literacies (Plowmanet.al.,

2010).

The 21st Century Skills for Digital Age

There has been a significant shift over the last century from manufacturing

to emphasizing information and knowledge services. Knowledge itself is growing

ever more specialized and expanding exponentially. Information and

communication technology is transforming how we learn and the nature of how

work is conducted and the meaning of social relationships. Shared decision-

making, information sharing, collaboration, innovation, and speed are essential in

today’s enterprises. No longer can students look forward to middle class success

in the conduct of manual labor or use of routine skills – work that can be

accomplished by machines or easily out-sourced to less expensive labor

markets. Today, much success lies in being able to communicate, share, and

use information to solve complex problems, in being able to adapt and innovate

in response to new demands and changing circumstances, in being able to

14
command and expand the power of technology to create new knowledge (Aoki,

Kim and Lee, 2013).

The 21st century skills are a set of abilities that students need to develop

in order to succeed in the information age. The Partnership for 21st Century

Skills lists three types such as learning skills, literacy skills and life skills. The

term 21st century skills refers to a broad set of knowledge, skills, work habits, and

character traits that are believed—by educators, school reformers, college

professors, employers, and others—to be critically important to success in

today’s world, particularly in collegiate programs and contemporary careers

and workplaces. Generally speaking, 21st century skills can be applied in all

academic subject areas, and in all educational, career, and civic settings

throughout a student’s life.

Learning skills include the critical thinking, creative thinking, collaborating

and communicating abilities of teachers and pupils. Active learning is when ICT-

enhanced learning mobilizes tools for examination, calculation and analysis of

information, thus providing a platform for student inquiry, analysis and

construction of new information. Learners therefore learn as they do and,

whenever appropriate, work on real life problems in-depth, making learning less

abstract and more relevant to the learner’s life situation. ICT-enhanced learning

promotes increased learner engagement (Dai and Fan, 2012).

Collaborative learning is the ICT-supported learning encourages

interaction and cooperation among students, teachers, and experts regardless of

15
where they are. Apart from modelling real world interactions, ICT-supported

learning provides learners the opportunity to work with people from different

cultures, thereby helping to enhance learners’ teaming and communicative skills

as well as their global awareness. It models learning done throughout the

learner’s lifetime by expanding the learning space to include not just peers but

also mentors and experts from different fields.

Integrative learning occurs when ICT-enhanced learning promotes a

thematic, integrative approach to teaching and learning. This approach

eliminates the artificial separation between the different disciplines and between

theory and practice that characterizes the traditional classroom approach.

Evaluative learning is student-directed and diagnostic. Unlike static, text-

or print-based educational technologies, ICT-enhanced learning recognizes that

there are many different learning pathways and many different articulations of

knowledge. ICTs allow learners to explore and discover rather than merely listen

and remember.

Creative Learning promotes the manipulation of existing information and

the creation of real-world products rather than the regurgitation of received

information. Project-based learning (PBL) is a constructivist pedagogy and class-

oriented learning approach involving long-term, theme-based learning and

student-centered activities that focus on daily life problems. It can be an ICT-

enhanced learning that allows students to use an inquiry based approach to

engage with issues and questions that are real and relevant to their lives.

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 Literacy skills cover the information literacy, media literacy and technology

literacy of the people in the primary education. Just 20 years ago, cell phones,

laptops, pagers, and fax machines were in the realm of scientists and science

fiction. Today, those technologies and the Internet have gained widespread

public acceptance and use. It is clear that, in today’s Digital Age, students must

be technologically literate to live, learn, and work successfully. Most schools

acknowledge the importance of technology to their students’ futures, but to date

few have successfully incorporated technology into the mainstream of academic

learning. While discounts for school infrastructure monies have enabled schools

to make significant gains in building the technical infrastructure required, the

shifts in policy and practice needed to ensure that all students learn to use

technology effectively have been more difficult to achieve (Despotović-Zrakić, et

al., 2013).

National standards and guidelines have been developed for K–12

students’ technological literacy. The National Educational Technology Standards

(NETS) for students, developed by the International Society for Technology in

Education’s (ISTE, 2000), are widely accepted by K–12 schools. The profile on

the left includes the six categories into which the 14 NETS standards are

classified (Goktas et al., 2013).

A student must have the ability to evaluate information across a range of

media; recognize when information is needed; locate, synthesize, and use

information effectively; and accomplish these functions using technology,

17
communication networks, and electronic resources. Accessing information has

become increasingly important as databases previously accessible only to library

media specialists are now available to students directly. Browsing, searching,

and navigating online have become essential skills for all students has

recognition of the limitations of digital archives. (Some things remain unavailable

electronically.) Familiarity with natural inquiry, Boolean search strategies, and

organizational systems (cataloging, abstracting, indexing, rating) is extremely

important as student locate information from sources across the globe.

Technology for schools should focus on enhancing learning rather than

minimizing work for students. ICT standards for K-12 schools in the Philippines

should focus on skills that have real life practical application, helping students

function in the world in which they live. Standards will aid educators to develop

lessons that will allow students to use learned skills in other academic content

areas, motivate them to learn more, provide them opportunities to collaboratively

learn with other learners, and help them develop various intelligences (Group,

2010).

Life skills have the flexibility, initiative, social skills, productivity, and

leadership skills of teachers. The very nature of learning requires risk taking. A

small child would never learn to walk, talk, or socially interact without taking risks,

experiencing successes and failures, and then monitoring and adjusting

accordingly. In order to take risks that lead to intellectual growth, students must

be in environments that they perceive to be safe—places in which to share ideas,

18
reflect on and discuss perspectives, and learn new things. Research shows that

students learn more when they are engaged in intellectually stimulating

assignments where they engage in meaningful, intellectually stimulating work in

which they construct knowledge. Interpersonal skills include the ability to read

and manage the emotions, motivations, and behaviors of oneself and others

during social interactions or in a social-interactive context (Hsu and Kuan, 2013).

Many have wondered how it happens that persons with high IQs don’t

always land the top jobs. The answer often lies in interpersonal skills. In fact,

emotional intelligence—the capacity to manage emotions well—is twice as

important to success in the workplace as IQ and expertise. The teamwork

necessitated by the complexity of today’s workplace has placed increased

importance on a worker’s interpersonal skills. Such teaming often brings together

individuals from diverse groups who may not share common norms, values, or

vocabularies but who do offer unique expertise, insights, and perspectives.

Information and Communication Technology Coordinatorship

Over the years many different roles have been assigned to the ICT

coordinator, from technologist to leader. On a macro level, these roles have been

influenced by societal and economic demands that were reflected in the

curriculum as prescribed by educational policies. For instance, the

implementation of a technology curriculum meant for the ICT coordinators that a

more managerial role or a role as change agent was needed. On a micro level,

the roles of the ICT coordinators have been influenced by those who work, teach

19
and learn in schools, depending on the local needs and resources. For example,

a lack of time allocation to the job of ICT coordinators and ineffective professional

development constrained the ICT coordinators in planning and supporting

colleagues. Little consensus can be discerned from research, policy or practice

on how the role of the ICT coordinator nowadays should be defined. Despite the

numerous roles they appear to assume, that in practice the technical role

dominates (Nicario et al., 2014).

ICT coordinators are the one who make sure that the concept and goals of

Department of Education will be achieved through education reform and

curriculum management done by different district schools under primary

education.

The ICT Coordinator should: promote good practice through his/her own

teaching; assist colleagues so that assessment procedures are carried out with

clarity and consistency; within the framework of school and local authority

policies implement a record keeping system which has both formative and

summative elements; have a knowledge of what is available nationally, regionally

and locally e.g. ICT Curriculum Support Team, area support groups,

conferences, and to liaise as appropriate; acquire resources for the school e.g.

books, hardware, software, videos; manage resources within the school so that

they anticipate and reflect the planned curriculum; provide guidance for staff on

ways in which resources will be made available; monitor the use of resources

and plan for replacement/enhancement; alert staff to safety issues, particularly

20
with regard to setting up work stations; with colleagues, monitor and evaluate the

effectiveness of current planning processes, teaching and learning, assessment

and record keeping An important feature of successful development planning for

ICT is to be clear about what should be the school’s ICT policy document, ICT

development plan and ICT handbook and also to articulate the schools beliefs to

all members of the school community (Punie, 2005).

Schools are more and more encouraged to write a school-based

information and communication technology (ICT) policy plan. In such a plan, a

school describes its expectations, goals, content and actions related to the future

role of ICT in teaching and learning. School-based ICT policy plan contain a

broad spectrum of different components, which can all be organized under the

ICT leadership practices of setting direction, developing people, and developing

the organization. These categories aid how school might analyze the process of

creating their ICT policy plans and their content. A typology is made of three

kinds of school-based ICT plans: an ICT policy plan as a vision blueprint, a

technical inventory and a comprehensive ICT policy plan.

A comprehensive ICT policy is defined as a policy plan grounded in a

vision on education and ICT integration with implications for how the school

organization should provide supportive conditions for teachers’ classroom

practices and pupils’ learning activities. Different underlying processes are found

in schools (eg. Data-driven decision making teachers’ participation in decision-

making, monitoring activities) influencing the content of the school-based ICT

21
policy plan, which are also tied to these categories of effective leadership

practice (Vanderlinde, 2011).

ICT budgeting is the operating budget of the Information and

Communications Technology sector. ICT (information and communications

technology - or technologies) is an umbrella term that includes any

communication device or application, encompassing: radio, television, cellular

phones, computer and network hardware and software, satellite systems and so

on, as well as the various services and applications associated with them, such

as videoconferencing and distance learning.

ICT has a yearly budget for hardware and software managed by the ICT

Technician, under advice from the principal and the ICT team .We also have an

ICT faculty budget. Individual faculties have ICT integration across the curriculum

as a school priority and purchase software as needed. As a budgeter, the roles

such as envisioning and planning and budgetary and resource allocation is the

main purpose of ICT budgeting. Envisioning and planning refer to the

construction of a vision about ICT integration at the school level and making the

necessary plans to achieve this. Budgetary and resource allocation refer to the

purchase of hardware and software and the selection and evaluation of software

(Devolder, Vanderlinde, van Braak, and Tondeur, 2010).

With the emergence of information and communication technologies

(ICTs), and eGovernment, it is possible to improve efficiency and effectiveness of

internal administration within government and to re-locate government service

22
from government offices to locations closer to the citizens. While the benefits of

ICT in government cannot be disputed, there are several concerns about its

success as well as the strategies to be adopted in implementation of systems in

various countries. Analyzing changes in the teaching and learning processes in

primary education due to the integration of ICT is a challenge: there are many

different factors, strategies, and approaches, as well as positive and negative

experience to examine (Pellegrino, 2009).

Through the project’s work on existing literature, policy reports, empirical

studies, and contact with sample schools, we want to support primary teachers

and school policy makers in all countries and regions to learn more about the

process – while either trying to initiate it or promote it further in their schools. We

plan to collect, analyze and document local idiosyncrasies and shared

approaches to the complex process of integrating ICT in primary children’s

learning experiences; demonstrate why governments should invest in integrating

ICT into the learning processes of children and why many of them do; investigate

reasons why teachers and leaders use ICT in their everyday pedagogy and what

for and, especially, why they should use it in primary education; study the roles of

the teachers, children, parents and school leaders in this process; study and

document opportunities provided by ICT for teaching and learning (supporting the

development of literacy, numeracy, science, 21st century competencies in

primary schools; collect and share a range of learning outcomes reported,

identify learning outcomes that could be planned and expected because of ICT;

23
disseminate the experiences of the leading primary schools IITE will collaborate

with during the project; examine the limitations of ICT and the associated

concerns in primary education (UNESCO, 2011).

More and more, schools and universities present themselves as

innovative educational institutes by utilizing web-based technology or the Internet

to deliver instruction. In the last few years, there is an emergence of distance

education programs in the Philippines, particularly in tertiary level, like the

University of the Philippines Open University (UPOU), the largest that offers

undergraduate and graduate school programs recognized by the Commission on

Higher Education. From the business sector, many BPO companies cater to

providing English online learning classes to students mostly outside the country

(Kjaer et al., 2004).

If designed and implemented properly, ICT-supported education can

promote the acquisition of the knowledge and skills that will empower students

for lifelong learning. When used appropriately, ICTs, especially computers and

Internet technologies, enable new ways of teaching and learning rather than

simply allow teachers and students to do what they have done before in a better

way. These new ways of teaching and learning are underpinned by constructivist

theories of learning and constitute a shift from a teacher-centered pedagogy, in

its worst form characterized by memorization and rote learning, to one that is

learner-centered (MacKay and Ivey, 2004).

24
The Information and Communications Technology Support Program

Developing countries such as the Philippines are committed to infusing

schools with ICT. There is great faith that these technologies will improve

teaching and learning, and consequently afford these countries a greater stake in

today's knowledge society. Consequently, the Philippine government and the

private sector have initiated programs to provide schools with computer hardware

and software, Internet connectivity, and teacher training. However, considerable

gaps still exist in ICT program implementations. There is a lack of data on

schools’ use of ICT. Hence, there is little basis for policy formulation. There is a

lack of coordination between public and private sector efforts, and within ICT

programs themselves. This leads to wasted time, money, and human resources.

Finally, there is a need for further teacher training in both computer literacy and

ICT integration in the curriculum. These gaps must be sufficiently addressed

before ICT can have a significant impact on teaching and learning in Philippine

schools (Sipin, Espiritu and Malabanan, 2015).

The Department of Education (DepEd), through the Information and

Communications Technology (ICT) Unit, boosts its efforts in the nationwide

computerization projects for all schools and DepEd offices. Secretary of

Education Armin Luistro stressed the thrust of the department’s ICT Programs.

“Our ICT efforts have always been directed in aiding our stakeholders to attain

accessible and comprehensive education, wherever they may be in the country,”

he said. The Philippines is one of many developing nations that have turned to

25
information and communication technology (ICT) as a tool to improve teaching

and learning. Unfortunately, implementation suffers from several shortcomings:

the absence of information on how ICT is actually used; a lack of coordination

between public and private sector efforts; and insufficient teacher preparation

(Rodrigo. 2015).

Among these ICT programs is the Enhanced Basic Education Information

System (EBEIS), an online facility for encoding, storage and report generation of

all school information — such as enrolment, resource inventories and special

programs. Luistro said that moving towards an online and automated system of

gathering data and putting it into a relational database now provides the

Department with more relevant, accurate and up to date information for decision

making and planning. He added that this is critical in managing a very large

bureaucracy like DepEd (Raban and Brynin, 2006).

Since its implementation in 2011 for public schools and 2012 for private

schools, EBEIS has allowed for more updated data used in budget and program

planning and implementation. It has allowed for use of 2-year old information for

budget planning, as opposed to the 5-year data used in the previous years.The

EBEIS was a pilot project by the Australian Government for the Support for

Philippine Education Reforms (SPHERE) beneficiary Regions 6, 7, and 8 until its

national implementation last 2011 and 2012.Other ICT initiatives include the

mapping of geolocation of schools nationwide. Of the 46,603 schools nationwide,

84% have already been mapped. By getting the location coordinates of public

26
schools, improved geographical data analysis can be made for DepEd schools.

This program intends to aid in data collection, planning processes, and allocation

of resources – budget allocations per area, distribution of donations during

disasters, etc.

Integrated in this ongoing geolocation project is the nationwide mapping of

libraries and library hubs. This project aims to aid in providing learners and

educators access to learning materials within their areas. Of the 9,855 registered

public schools with libraries, around 9,000 have already been mapped while 153

of the 188 library hubs in the country have also been geolocated. Moreover, a

collection of online teaching and learning materials are provided for in the

Learning Resources Management and Development System (LRMDS) — an

online library developed by local and international education partners and even

created by teachers themselves. These learning materials made available online

are free, and tied in to the curriculum to ensure relevance and appropriateness. It

is a useful supplement to our continuing efforts to provide our teachers and

students with the necessary learning resources. Further, the whole system also

intends to harvest materials developed by our own teachers with the intent of

recognizing quality material and share it with fellow teachers and educators

under an open sharing platform (Department of Education, 2014)

The DepEd Order No. 28, s. 2009 entitled, “Guidelines in Accepting

Information and Communication Technology (ICT) Equipment and Internet

Access Services for Classroom Instruction and Administrative Use” was issued in

27
order to properly manage assistance in the form of various ICT Equipment and

Internet Access from different institutions. Furthermore, “Advisory on Standard

Minimum Specifications of ICT Equipment” (Annex B) of the said DepEd Order

was also emphasized so that it can be used for procurement purposes by DepEd

Offices (DepEd Order No. 57, s. 2009). It was also provided that the technical

specifications shall be updated annually. Thus, this DepEd Order is issued to

update as of November 4, 2010 the technical specifications of the different ICT

Equipment and Internet Access Services stated in DepEd Order No. 28, s. 2009.

Immediate dissemination of and compliance with this Order is directed (DO 121,

s. 2010).

The role and duties of an ICT Coordinator should be the subject of

negotiation and review. However, the role is likely to include contributions

towards staff development, management and leadership, curriculum planning,

resources, and teaching and learning. A tool to review the balance of priorities is

included below. A key question for discussion of this will be which duties will

have the greatest influence upon achieving the school's vision for ICT. Effective

ICT programmes in schools are promoted by leadership at all levels. Heads of

department have a particular role to play in promoting ICT development,

professional development and curriculum development in their subjects. The

prime responsibility with ICT is to assure that statutory requirements for the use

of ICT in across subjects, and the entitlement of pupils to ICT across each key

stage, are fulfilled.

28
 Each of the above elements can therefore be assumed to describe an

aspect of the role and responsibilities of the teacher in regard to the development

of ICT in the school.

The programme aims to enable school leaders to develop their

understanding of the use of ICT for improving school effectiveness, enable

school leaders to develop their understanding of the role of ICT in improving

teaching, learning and pupils' achievements, both in ICT capability and when

using ICT as a tool in other subjects

This also enables school leaders to develop their own ICT capability in

order to improve their personal productivity, in relation to their leadership roles

School Leadership with ICT is an education programme for teachers. This

programme is designed to support teachers in the further development of their

leadership role for ICT (Bonifacio, 2013).

The Leadership Role. Leadership with ICT begins at the top. With

significant levels of expenditure made on ICT resources the rationale for

decisions needs to be clear and developments need careful monitoring. This is

not something that can be devolved to a coordinator. In regard to ICT

investments, school senior managers should be able to demonstrate the

relationship in their school between the investment made on ICT resources and

improvements in learning quality and standards.

Coordination and leadership should go hand in hand in moving

developments towards a defined vision. There should be opportunities for

29
progress to be discussed upwards and downwards between the ICT Coordinator

and School Management Team, and the ICT Coordinator and subject leaders.

Hence the role of ICT Coordinator should involve the coordination of activities

and developments described by an ICT development plan, in a climate where

individual responsibilities for ICT at all levels for ICT have been previously

agreed.

Team approaches to developing ICT, supported by senior management

are most likely to be an effective approach in what is a systemic area of a

school's work. However, in 'ICT in Schools - the Effect of Government Initiatives':

examine the leadership and management implications of managing ICT in

schools in order to maximise pupil/student outcomes; examine strategic

development planning for ICT developments in school in accord with local and

national strategies; give school leaders information time and space to review and

develop their vision for ICT and its role in relation to their schools (Domondon,

2016).

Development of Information and Communications Technology Support

Program

Although valuable lessons may be learned from best practices around the

world, there is no one formula for determining the optimal level of ICT integration

in the educational system. Significant challenges that policymakers and planners,

educators, education administrators, and other stakeholders need to consider

30
include educational policy and planning, infrastructure, language and content,

capacity building, and financing.

Attempts to enhance and reform education through ICTs require clear and

specific objectives, guidelines and time-bound targets, the mobilization of

required resources, and the political commitment at all levels to see the initiative

through. ICT-based interventions must take into account current institutional

practices and arrangements. Specifically, drivers and barriers to ICT use need to

be identified, including those related to curriculum and pedagogy, infrastructure,

capacity-building, language and content, and financing. The specification of

educational goals at different education and training levels as well as the different

modalities of use of ICTs that can best be employed in pursuit of these goals.

This requires of the policymaker an understanding of the potentials of different

ICTs when applied in different contexts for different purposes, and an awareness

of priority education needs and financial and human resource capacity and

constraints within the country or locality, as well as best practices around the

world and how these practices can be adapted for specific country requirements

(Rodrigo, 2015).

UNESCO’s Division of Education (2012) has suggested an ICT

development model. The new model conceives ICT development as a continuum

along which an educational organization or individual educators can use to

identify the approach that relates to the growth of ICT for their particular context.

The new model included four broad approaches through which educational

31
institutions and educators can adopt and use ICT. These are the emerging

approach, applying approach, infusing approach, and transforming approach.

According to this model, schools that are at the beginning stages of ICT

development demonstrate the emerging approach. These schools begin to

purchase some computing equipment and software. Administrators and teachers

in such schools are just starting to discover the attributes and consequences of

using ICTs for school management and integrating them into curriculum. Schools

at this early stage of development still depend on the traditional style of

education in which teachers are the center of the educational environment. The

curricula of these schools increasingly integrate the basic skills and knowledge

regarding ICT that will assist the schools in progressing to the following stage of

development.

International ICT in education assessments recognise the importance of

measuring teacher training and usage in regards to ICT. However from a

policymaking perspective, it is widely recognised that information needs differ

amongst countries depending on the level of ICT penetration in the education

system. For example in countries where ICT penetration levels are higher, there

may be significantly more need for renewed training cyclically given the high

turnover in digital technology. In contrast in countries where ICT penetration is

less whereby fewer schools have ICT in place, training demands will also be

significantly less (Du Toit, 2015).

32
 The Department of Education recognizes the key role of information and

communications technology (ICT) in improving the state of education. The

Internet, with its capacity to hold an infinite number of resources, can provide

accessible and comprehensive education for students, wherever they may be in

the country. Online learning databases do not waste precious natural resources.

A single laptop and projector set-up, for example, can be used for a learning

session for an entire classroom. In lieu of books and papers, students can

access modules, submit assignments, and consult with their teachers and

classmates online. Teachers can also benefit from learning tools that do not

require traditional logistics and multiple materials. For example, the DepEd has

launched the Learning Resources Management and Development

System (LRMDS), a portal for online teaching and learning materials created by

teachers and education partners. In a previous launch statement, current DepEd

secretary Armin Luistro said: “These programs will help our learners have more

access to relevant, up-to-date and quality education materials. It also provides a

database to our educators where they can derive their lessons from. These

materials will assist them in their lesson plans, and may also give an array of

contextualized classroom discussions.” (Garcia, 2016).

While DepED continues to grapple with the problem of improving quality

and broadening access, new challenges to educational institutions have emerged

within the context of globalization, the rapid development of new digital

technologies, and the transition to a “knowledge-based economy”. In a

33
knowledge-based economy, knowledge is the most precious asset—driving

growth, wealth-creation, and employment—and education serves as the key to

economic and social mobility. As economic borders continue to fall, and as

computers and the Internet make possible exponential growth in information

generation and exchange, the competitiveness of nations, corporations, and

individuals is increasingly becoming dependent on their ability to transform

information into knowledge and to apply that knowledge in dynamic, cross-

cultural contexts. Educational institutions all over the world must evolve in step

with the radically changing economic and social environment in which their

graduates must work and thrive. Instead of being simply sites of knowledge

transmission, schools are challenged to become enablers of learning, facilitating

the development of higher order thinking skills and the acquisition of knowledge

and skills for lifelong learning (National Framework Plan, 2010).

The classroom strategies and exemplars are drawn from a number of

sources. Among these were the ICT initiatives and innovations of teachers in

twenty schools nationwide who reviewed an earlier version of these ICT

guidelines. This pilot project provided the National Commission for Culture and

the Arts (NCCA) with valuable feedback on how to improve the usefulness of this

document. The NCCA gratefully acknowledges the assistance of the

management, teachers, and children of the schools involved, as well as the

National Centre for Technology in Education (NCTE) ICT Advisors based in ten

regional Education Centres who managed the project locally. Information

34
presented in these strategies and exemplars is also drawn from the Schools

Integration Projects (SIP). SIP was one of the major initiatives of Schools IT

2000, which was managed by the NCTE. These projects were originally designed

to support the development of models of good practice for the use of ICT in

education. A descriptive section describing the primary level SIP projects is

provided in the appendix to this document occasionally in the guidelines, specific

software products are named to add focus to the discussion of classroom uses of

ICT. The citation of software products within this document should not be

interpreted as endorsement or promotion of these resources on the part of the

NCCA, but rather as an effort to enliven and enlighten the discussion of teachers’

use of particular types of software to enhance teaching and learning in the

Primary School Curriculum. The range of educational software available is

developing daily; software that is currently being used in schools may be

superseded by newer products within a very short time. The NCCA recognises

that different software products may be more suitable for teachers and children in

different classroom contexts (Information and Communications Technology,

2015).

Research Literature

This section presents some studies in areas related to Information

Communication Technology which have provided the researcher with the insights

to the problem on hand.

35
 The study of Bukaliya and Muhika (2011) assessed the ICT competences

of rural and urban day secondary school teachers in Chegutu District,

Mashonaland West Region. The study looked into the training and literacy levels

of computer usage by the practitioners with a view to find out the areas of

strengths and weaknesses in ICT usage. Upon identifying weaknesses, the study

aimed at providing recommendations for improvement. One hundred and twenty

out of 320 secondary school teachers participated in the study by providing data

which was sought through the use of questionnaires and a competence practical

test. The instruments required information on ICT training background,

competence and literacy level of the educators. Results reveal that the majority

of the teachers were computer illiterate because they were not exposed to ICT

training or the practical hands on experience.

The study of Devolder, Vanderlinde, Braak and Tondeur (2010), reports

on the development and validation of measurement scales to students the

different roles fulfilled by ICT coordinators. A 24 item questionnaire was

constructed and administered to a sample of 177 Flemish ICT coordinators

working in primary education. Exploratory factor analysis revealed a four-factor

solution: the ICT coordinator as a planner, budgeter, a technician and

educationalist. Qualitative data corroborated these roles. This study provides a

quantitative measure of the different roles assumed by ICT coordinators in

practice. The implications of the findings are for schools, researchers and policy

makers.

36
 The study of Laronde (2010) focuses on an Ontario university Faculty of

Education’s ubiquitous laptop program. Diffusion of innovation theory was used

as a conceptual framework to examine how Faculty of Education professors

perceive they are learning and integrating ICT into the preservice program

despite a lack of formal ICT standards in the education system of Ontario. In

2007, data were gathered through interviews with faculty, administration,

technical assistants and recent B.Ed. graduates. The faculty participated in an

online survey to determine what ICT was being used and integrated within the

B.Ed. program. The findings from the faculty survey and interviews indicate that

while many professors often integrated technology in their teaching, there existed

a wide range of skills, confidence levels, and amount of ICT integrated into

teaching among faculty. Issues influencing the adoption of effective technology

integration that arose from the study include: lack of faculty development, off task

behavior of preservice teachers, lack of time to learn ICT, technical difficulties,

technical support concerns, wide range of ICT skills of preservice teachers, and

the high cost of the laptops themselves. The lack of provincial ICT standards may

have further iii contributed to the varied degrees of ICT integration at the

university as well as that within schools in the practicum setting.

The study of Papaioannou, P. and Charalambous, K. (2011) explores the

Cyprus primary school principals’ attitudes towards Information and

Communication Technologies (ICT) as well as their perceptions about the factors

that facilitate or inhibit ICT integration in primary schools in Cyprus. A sequential

37
mixed method approach was used to answer the research questions that guided

this study. Using a stratified random sampling 250 primary school principals from

all over Cyprus (total population was 336) participated in this study.

Quantitative data were analyzed using the statistical package SPSS and

descriptive and inferential statistics were used to answer the research questions.

Moreover, principals are aware of a number of factors that can facilitate or inhibit

ICT integration. These factors can be divided in two main categories: internal

factors (inspiring and competent leadership, school-based in-service training on

ICT, capable ICT coordinator, provision of incentives to the ICT coordinator,

involvement of primary stakeholders in the integration process, collaboration with

the district ICT advisory teacher, teachers’ competence and knowledge on ICT,

acceptance of the innovation from the teachers) and external factors (centre-

based in-service training on ICT, pupils’ background knowledge on ICT, technical

support-maintenance of ICT, time available for principals to prepare the ICT

integration, number of computers per class, support of the innovation from the

Ministry of Education and Culture).

While Wang (2015) posited that the Head of Department (HOD) of

Information and Communication Technology (ICT) plays a significant role in the

ICT implementation in school. Although the roles assigned to HOD ICT are

generally known, it is essential to know how such roles are carried out in

practice. This study investigates the roles of a HOD ICT in a primary school in

Singapore. Using a case study approach, the research employed the face-to-face

38
interview method to explore the participant’s experiences. It is found that the

HOD ICT wore many hats and played multiple roles – planner, curriculum leader,

and manager. Contrary to literature, the technician role was not assumed by the

HOD ICT in this study. This research also identifies some challenges faced by

HOD ICT in implementing ICT in school.

Devolder, A., Vanderlinde, R., van Braak, J., and Tondeur, J. (2010) study

reports on the development and validation of measurement scales to study the

different roles fulfilled by ICT coordinators. Based on a review of the literature, a

24 item questionnaire was constructed and administered to a sample of 177

Flemish ICT coordinators working in primary education. Exploratory factor

analysis revealed a four-factor solution: the ICT coordinator as a planner, a

budgeter, a technician, and an educationalist. Qualitative data corroborated

these roles. This study provides a quantitative measure of the different roles

assumed by ICT coordinators in practice. The implications of our findings for

schools, researchers and policy makers are discussed.

The study of Martinez (2012) aimed to illustrate the barriers that are

keeping K-12 teachers from integrating technology in their classrooms, such as

the lack of availability for training, teacher’s lack of knowledge or schooling, or a

lack of IT support. It also discusses possible solutions to the problem, such as

teacher training and better resources. By assessing the Level of Technology

Integration, or LoTi, it can learn how much or how often a teacher is using

technology in a classroom. The project consists of conducting a research study

39
that will aim to reinforce the hypothesis that the LoTi in K- 12 schools is lower

than expected, considering the availability of computers and technology. By

learning the severity of the obstacles teachers face, we can work on possible

solutions. They found out that teachers face barriers that inhibit them from

implementing technology no matter what type of school environment they are in.

These barriers come from lack of time, access, but most strongly from the self-

efficacy of the teachers. Teachers need professional development and training to

develop their skills and confidence, which will positively impact students, the

school, and the overall education system.

The study of Nacario et al (2014) is to determine the readiness and

acceptability of information and communication technology (ICT) integration in

internet connected Public High Schools (ischools) in Camarines Sur. It also

aimed to determine the ICT knowledge, skills and attitude of faculty and students

in schools, ICT trainings and competencies of teachers and availability of ICT

facilities in the schools and community. Purposive sampling was used in

determining the respondents of the study and quantitative statistical tools such as

frequency counts, percentage rates and weighted means were used in analyzing

the data.

Findings revealed that faculty and students in two out of the six schools

were highly knowledgeable and highly skilled in ICT hardware and software

components identification but only one school was found to be highly competent

in ICT usage. All faculty members in one school integrated ICT teaching Math,

40
Science and TLE, however, no school integrated ICT in Social Studies. The

availability of ICT resources and the provision of initial ICT trainings to faculty

and students in schools contributed to ICT integration in teaching. The initial level

of ICT integration in teaching is indicative of faculty and students’ readiness and

acceptance of ICT tools in teaching-learning environment.

In the study of Adanza (2014), she posited that ambiguity of ICT has been

a phenomenon in any of the world’s educational system. With the challenges of

ASEAN integration in 2015, are new and younger HEI s and their learner scoping

with this trend. This study seeks to determine the preparedness and attitude of

higher education students of new HEI’s about ICT-based education. Descriptive

design was used in this research that utilized a researcher-made questionnaire.

The results of the study show that college students have positive affirmation

(agree”) about ICT use in education. Moreover, it is also revealed that gender

significantly influence attitude of students, in which male has higher level of

attitude than women. Moreover, it demonstrates that generally preparedness

towards ICT has nothing to do with the attitude of students toward ICT use

in education. However, a significant negligible positive correlation is noted

between exposure to ICT and attitude at .05 level of significance, which implies

that the more a student is exposed to ICT, the more that one’s attitude towards

ICT-based education improves. It was concluded that ICT-based education

through full ICT integration can be easily accepted and adapted as the new

structure of education for the next years to come. Therefore, new and younger

41
HEIs should invest more on ICT accessibility and connectivity to further enhance

attitude and preparedness towards ICT-based education.

The study of Del Rosario (2007) on the other hand focused on the role of

information technology in education and the level of technology integration in the

teacher education institutions. Results of the study revealed that teachers lack

the skill in the use of technology as well as lack of support for the school and ICT

is used only as a strategic tools. Further, there was a great impact on the

influence of modernization and emerging trend of mobile technology as regard to

its use. It was recommended in the study that national ICT policies in the study of

technology integration should be included as well as there should be more

focused studies in pre-service education on the use of mobile technology.

Likewise, the relationship on the expressed attitudes and perceived skill

level towards ICT integration is the object of the study of Peralta (2010) involving

nine teacher education institutions in the NCR and 72 teacher educators. Results

of the study showed that teachers were found out to have good and positive

attitudes towards ICT integration but indicated that there was low integration did

not have the assurance that teachers integrate ICT to instruction. It was

recommended in this study that teacher should be trained on ICT integration to

ensure effective way to have successful implementation of ICT to instruction.

Study of Rodrigo (2015) found out that the Philippines is one of many

developing nations that have turned to information and communication

technology (ICT) as a tool to improve teaching and learning. Unfortunately,

42
implementation suffers from several shortcomings: the absence of information on

how ICT is actually used; a lack of coordination between public and private

sector efforts; and insufficient teacher preparation. This paper begins with a

discussion of the pedagogical, social, and economic benefits that developing

nations hope to gain by infusing schools with ICT. It cites national policies and

programs to infuse schools with ICT, as well as parallel programs initiated by the

private sector. The paper then discusses each of the mentioned shortcomings in

turn.

Lorenzo (2016) study evaluated the iSchools Project implemented in the

Public High Schools of Tarlac Province, Philippines by the Commission on

Information and Communications Technology (CICT) in partnership with the

selected State Universities and Colleges. Using survey questionnaires, data were

gathered from the public high school teachers who were the recipients of the

project. To supplement data from the survey, interviews with Principals and ICT

Coordinators and actual observation of classes in the laboratory were also done.

Findings showed that the beneficiary schools encountered problems in project

implementation. These problems include hardware failure, difficulty on the use of

software package, lack of follow-up on capability building, no available internet

connection, limited access to the laboratory, and lack of repair/maintenance of

the equipment in the laboratory. Despite these problems, however, the project

was rated by the teachers as very satisfactory in terms of project administration,

project components, and project delivery system. This implies that the project in

43
general was effective in attaining its objectives which is ICT integration in

education and to bridge the digital divide among public high school teachers.

Marcial and Dela Rama (2015) presents the landscape of ICT competency

of faculty in the teacher education institutions in the central region of the

Philippines. Specifically, the study investigates the ICT competency level in

institutions of higher learning offering teacher education programs in the four

provinces in Central Visayas, Philippines. A total of 383 survey responses was

analyzed in the study. Respondents are all faculty handling any professional

and/or specialization courses in the teacher education. The ICT competency

level is measured empirically in terms of work aspects described in the

UNESCO’s ICT Competency Standards for Teachers. The instrument used in

data gathering was a survey questionnaire. This study reveals that the ICT

competency level of the respondents is in the knowledge deepening level. The

result implies that the teacher educators are integrative, student-centered and

collaborative using the necessary tools. It is concluded that there is a slight

technology infusion into the teaching instruction among teacher educators in

Region 7. There is a need to improve the level of competency among the teacher

educators, particularly skills in using complex and pervasive ICT tools to achieve

innovative teaching and learning.

Lachica (2015) descriptive qualitative research covered all 60 teachers in

five selected public high schools in Capiz, Philippines. Semi-structured

interviews, informal interviews, and observations were done to gather data. The

44
data were analyzed using General Inductive Approach and thematic analysis to

unearth and cull emerging notions and themes. Participants viewed classroom

communication as a process, tool, context, interaction, and strategy. ICT for them

was a driver for change, a conduit for learning, a modern technology, and an

instrument for effective teaching and learning. ICT integration in classroom

communication was interpreted to have helped teaching, to be a new medium of

instruction, and a marriage or partnership between classroom communication

and ICTs. It is recommended that best practices in integrating ICTs in classroom

communication should be explored and documented.

Synthesis

The related conceptual and research literature that were presented were

found to be relevant to the present study as they provide more insights as to the

aspects of the ICT coordinatorship performed in public elementary schools in

area 2 of Batangas province. The conceptual literature stressed the nature and

role of ICT coordinators in the implementation of information and communication

technology in primary education. Concepts of Chang & Wu, is similar to the

present study to identify the potential of ICT coordinatorship to improve pupil

learning outcomes and effectiveness. Integration has a sense of completeness or

wholeness, by which all essential elements of a system are seamlessly combined

together to make a whole. Furthermore, Choy, Suan & Chee is also useful in the

study because there are more types of technology which teachers can pick and

45
choose from, based on their own pedagogical preferences based on their roles

and skills which will be assessed in this study.

Venderline concept elaborate the different underlying processes are found

in schools influencing the content of the school-based ICT policy plan, which are

also tied to these categories of effective leadership practice as function and role

of ICT coordinators given emphasis on this study. Lastly, same concept were

found as the authors namely Devolder, Vanderlinde, van Braak, and Tondeur

posited that envisioning and planning refer to the construction of a vision

about ICT integration at the school level and making the necessary plans to

achieve this. Budgetary and resource allocation refer to the purchase of

hardware and software and the selection and evaluation of software.

Some aspects of the studies reviewed were found similar to the present

study. The study of Bukaliya and Muhika who assessed the ICT competences of

rural and urban day secondary school is somewhat parallel to the present study.

Both studies would like to find out the areas of strengths and weaknesses in ICT.

However, it differ since theirs focused were only on the implementation of ICT in

the education of students, while the present study covers the whole process and

concept of ICT coordinatorship and challenges to enhance the competencies of

teachers in the delivery of ICT education among the pupils.

The study also found the study of Devolder, Vanderlinde, Braak and

Tondeur on the multiple roles of ICT coordinators and adapted their concept that

the ICT coordinator is a planner, budgeter, a technician and educationalist.

46
However, the difference of the two studies is that qualitative approach was used

by Devolder, Vanderlinde, Braak and Tondeur, while quantitative approach will

be delivered in the present study.

Martinez and Laronde study bears resemblance to the present study for it

tackles the barriers that are keeping K-12 teachers from integrating technology in

their classrooms which will also be discussed in the present study as it identify

the challenges experienced by ICT coordinators in enhancing the competencies

of teachers in integrating ICT in education of their pupils.

Nacario et al study is relevant to the present study as it assessed the ICT

integration to public schools and covers the knowledge, skills and attitude of

faculty and students in schools, ICT trainings and competencies of teachers and

availability of ICT facilities in the schools and community. Both studies also used

purposive sampling and utilize quantitative statistical tools such as frequency

counts, percentage rates and weighted means in analyzing the data. They only

differs on level of students since the previous study is more advance ICT

integration in high school students while the present study is focused on public

elementary school.

Theoretical Framework

This study is anchored from Two Learning Theories such as Constructivist

Theory and Operant Conditioning, while it also connects to Educational Theory of

Dewey and the Expanded Version of the Classical Meditational Triangle.

47
 Operant Educational
Conditioning Theory of
Dewey

ICT
COORDINATORSHI
P

Classical
Constructivist
Meditational
Theory
Triangle

Figure 1
Theoretical Framework

Constructivist Theory of Bruner comes when the profession of the teacher

will shift from transferring knowledge to guiding learning processes. It has to do

with the fact that information is increasingly available in the present (knowledge)

society. moreover, information is dating so rapidly that education cannot keep on

focussing on the transfer of knowledge any longer. Instead, it becomes more

important that pupils learn how to search, select, process and use information.

The teacher mostly has to guide these processes.

48
 In interviews, teachers identified this development, although it is not

particularly ICT that determines their role. They point out a new didactical

concept in which the pupil works more individually and independently. The use

and impact of ICT cannot be separated from this concept. Would the teacher

‘solely’ be a guide of learning processes in the future? This answer question

negatively. Firstly, all kinds of differentiation in functions and tasks become

visible in schools, where ICT already is ‘extensively’ used. On the one hand, this

differentiation is a direct result of ICT-related activities, such as the expansion of

the system management or the presence of a ICT-coordinator. Conversely,

differentiation may be concerned with a vision which is oriented on ‘designing

education’, in which different members of the school organisation each take care

of a specific part of the teaching- learning process.

Furthermore, Operant Bahavioral Condition Theory of Skinner was rooted

in a view that classical conditioning was far too simplistic to be a complete

explanation of complex human behavior. He believed that the best way to

understand behavior is to look at the causes of an action and its consequences.

He called this approach operant conditioning. Operant Conditioning deals with

operants - intentional actions that have an effect on the surrounding environment.

Skinner set out to identify the processes which made certain operant behaviours

more or less likely to occur.

Skinner is regarded as the father of Operant Conditioning, but his work

was based on Thorndike’s law of effect. Skinner introduced a new term into the

49
Law of Effect - Reinforcement. Behavior which is reinforced tends to be repeated

(i.e. strengthened); behavior which is not reinforced tends to die out-or be

extinguished (i.e. weakened). Skinner studied operant conditioning by conducting

experiments using animals which he placed in a 'Skinner Box' which was similar

to Thorndike’s puzzle box. B.F. Skinner coined the term operant conditioning; it

means roughly changing of behavior by the use of reinforcement which is given

after the desired response. Skinner identified three types of responses or operant

that can follow behavior.

Today many educational computer programs depend on supplying a set of

stimuli, which are more often than not multimedia in nature, followed by the

measurement of a response. However these programs often move away from

being purely Skinnerian in nature by not only rewarding correct responses but

also attempting to correct the wrong responses. There are many examples where

operant conditioning is still used, especially in the use of ICT with disruptive or

low attaining pupils.

Within these two views of learning, operant conditioning emphasises

teaching whilst constructivism emphasises learning. The constructivist would in

fact argue that operant conditioning is harmful as it is learning without

understanding. However neither approach takes fully into consideration the

teacher and the relationship between teacher and learner. Both emphasize the

role of the educator for setting up the learning experiences but the both see

learning as able to take place without teacher intervention once the learning

50
resource has been constructed. Another criticism of both learning theories is that

they concentrate on the individual.

However, nearly nine decades ago, John Dewey articulated a challenge to

progressivist educators that still resonates; he felt that the dichotomy of

“traditional” and “progressive” schools is problematic.

Dewey dared progressivists to be more critical of their own pedagogical

principles and claims, but also to articulate an educational philosophy that was

not defined primarily in opposition to another set of ideas, which is generally

depicted in caricature. Progressive educators who had proceeded according to

this principle of continuity had neglected questions central to the pedagogical

project. Dewey was noting a reactive element to reformist rhetoric, which

exposed an instinctual response to the present.

Even as it acknowledges its internal inconsistencies, progressivist rhetoric

drives forward an agenda that yokes progress to skill development, which relates

to the marketplace as depicted in its present place and as projected into the

future. This is consistent historically. What distinguishes 21st Century learning is

its concentration upon information and computer technologies. This

concentration is not led entirely by educational associations, as technology

corporations are intimately involved as partners. One might consider, as a case

in point, Canadians for 21st Century Learning and Innovation, or C21. Ten of the

twelve founding members of C21 are corporations. Their vision for instruction

reads as follows:

51
 Teachers adopt modern instructional practices, including the teaching of
21st Century competencies, integrating technology with pedagogy, harnessing
the power of social media for learning and offer learners interconnected learning
experiences, choices, and opportunities.

Faculties of Education adopt 21st Century learning based pre-service

teaching standards and integrate ICT into their own pedagogies and classrooms.

Provinces adopt 21st Century teaching standards for in-service teachers and

provide the tools, resources and training required for teachers to be innovative,

teach 21st Century competencies, integrate technology with pedagogy and better

engage their learners.

Further, the Expanded Version of the Classical Mediational Triangle (A

Theoretical Framework For The Study Of Ict In Schools: A Proposal by Cher Ping

Lim, 2002).The study of ICT in schools may then ground its research in a unit of

analysis that allows one to observe the actual processes by which sociocultural

setting and cognition shape and are shaped by ICT tools. There is a basic unit

common to the analysis of the learning processes both at the individual and

social level, including the mediational tools and artefacts that link the processes

together. This unit of analysis “consists of an individual engaged in goal-directed

activity under conventionalised constraints”

The expanded version adds the crucial components of community, rules

and division of labour to the classical mediational triangle. Individuals exist in

communities where there is division of labour with the “continuously negotiated

distribution of tasks, powers, and responsibilities among the participants of the

activity system”. The relations between the individual (subject) and community

52
are mediated by the community’s collection of mediating tools, and rules. Rules

are “the norms and sanctions that specify and regulate the expected correct

procedures and acceptable interactions among the participants”.

The model of activity system is dynamic across time where there are

continuous constructions and reconstructions among its components. For

example, there are ongoing negotiation and reformulation of rules by the subject

rather than subject abiding by fixed rules. The tools are continuously

reconstructed or new tools developed by both the subject and his/her community

to meet the object of the activity system.

The division of labour is always in the process of redefinition and

refinement by the subject and his/her community. Even the object is constantly in

transition and under construction, and “it manifests itself in different forms for

different participants and at different moments of the activity”

Taking an ICT-based lesson in a school as an activity system, the specific

elements in the learning environment fit into the various components of the

expanded version of the mediational triangle. The subject is the individual

student and the object is to understand the relationships among the variables

found in an ICT-based simulation package. A pool of ICT and non-ICT tools,

including the simulation package, in the learning environment mediate the

interactions between the subject and object. Besides the ICT package, these

mediating tools consist of the whiteboard, whiteboard markers, notebook, pens,

data projector, projector screen, overhead projector, and textbooks.

53
 The student belongs to a community consisting of his/her classmates,

teachers and ICT staff, situated in a sociocultural setting mediated by rules and

division of labour. The rules include the general school rules and regulations, or

more specific ones like the procedures necessary to run the simulation program.

The role that each individual of the community has to play in the activity system

falls under the division of labour. The individual pupil is expected to be a scientist

at work, gathering, representing, interpreting, and analysing data. The teacher

takes on more of a mediator role than he/she will take in a non-ICT environment.

He/she shares with students the well-defined tasks of questioning, clarifying,

summarising, and predicting to help them understand the relationships among

the variables under study.

Taking activity systems as a unit of analysis provides important insights

into the study of ICT in schools. First, it provides a conceptual map to the major

loci among which human cognition is distributed in the learning environment, with

ICT as one of the mediating tools. Second, it includes other people who must be

taken into account simultaneously with the subject as constituents of the activity

systems. Third, institutionalised activities are more robust and enduring than an

individual goal-directed activity, making analysis less problematic (Cole and

Engeström,). And fourth, it considers the history and developmental phases of

the ICT integration processes that is represented by “some historically

identifiable ideal-typical qualitative pattern or constellation of its components and

inner relations” (Engeström). Therefore, the concept of activity system provides a

54
seminal formulation in a Vygotskian approach of a unit of analysis that serves as

the starting point for a sociocultural approach towards the study of ICT in

schools: “real activities of real people” over time.

The four theories are related to the present study because they all

emphasized the educational management structure and how the students will

learn through collaboration among school administrators as well as teachers.

During the implementation of ICT and empowering educators in ICT

coordinatorship, they act as the supplier of information towards the students and

used the school premises as the learning ground to produce competent and

productive people. Furthermore, teachers make more effective use of technology

as an instructional tool when technology use is systematically included in lesson

plans showing how technology supports the instructional objectives; students

have acquired basic proficiency with the technology prior to using it in a content

based lesson and when the technology is used to extend or reinforce core

curricula.

Conceptual Framework

The important concepts and constructs that bring the ICT coordinators into

comprehensive picture are presented in the framework. The first box includes the

profile of the schools under documentary analysis which are integrating ICT in

their primary education. From the responses of two groups of respondents who

are the ICT coordinators and teachers, the perceived description of ICT

coordinators, their roles and the challenges they faced were obtained using

55
questionnaires, interview and documentary analysis as shown in the second box

were instrumental in collecting data.

Based on the result of the study, the researcher will develop an ICT

support program to enhance the competencies of ICT coordinators.

INPUT PROCESS OUTPUT

School Profile

Description of ICT

Coordinator Questionnaire Support Program

Document for School ICT

Interview Coordinators
Role of ICT
Focused Group
Coordinator Discussion

Challenges Met by

ICT coordinators

Figure 1
ICT Coordinatorship In Public Elementary Schools
In Area 2 Province of Batangas

56
 The role and duties of an ICT Coordinator should be the subject of

negotiation and review. However, the role is likely to include contributions

towards staff development, management and leadership, curriculum planning,

resources, and teaching and learning. Hence the role of ICT Coordinator should

involve the coordination of activities and developments described by an ICT

development plan, in a climate where individual responsibilities for ICT at all

levels for ICT have been previously agreed. Team approaches to developing

ICT, supported by senior management are most likely to be an effective

approach in what is a systemic area of a school's work.

Effective ICT programmes in schools are promoted by leadership at all

levels. Heads of Department have a particular role to play in promoting ICT

development, professional development and curriculum development in their

subjects. The prime responsibility with ICT is to assure that statutory

requirements for the use of ICT in across subjects, and the entitlement of pupils

to ICT across each key stage, are fulfilled.

Hypothesis

The study will test the null hypothesis:

There is no significant difference between the responses of two groups of

respondents on the role of ICT coordinatorship in public elementary schools in

area 2 of Batangas province.

Definition of Terms

To understand the concept of the study, the following are defined:

57
 Attitudes. This refers to the learned pre-disposition to respond in a

consistently favourable and unfavourable manner with respect to a given object

(Papaioannou and Charalambous, 2013). In this study, this refers to the manner

and approach of ICT coordinators to the integration of ICT to primary education.

Budgeting. This refers to the expending and administering of an ICT

budget in function of the development and optimization of ICT integration in the

school (Devolder, Vanderline, Braak and Tondeur, 2010). This refers to the role

of the ICT coordinator in allocating resources and monetary budget as they

implement the ICT in primary education.

Evaluation. This term relies on the adjective pair “good-bad” in the

semantic differential technique (Laronde, 2010). In this study, this refers to the

quality and relevance of ICT programs integrated in primary education.

Faculty/Teacher. This means the teachers and instructors within any of

the divisions or comprehensive branches of learning at a school (Yeh et al.,

2011). In this study, this refers to the teachers at the selected primary elementary

schools in area 2 of Batangas province.

Information and Communication Technology. This refers to any

communication device or application, encompassing: radio, television, cellular

phones, computer and network hardware and software, satellite systems and so

on, as well as the various services and applications (Turel, 2011). In this study,

this refers to the technology which will be integrated to the elementary education.

58
 ICT Coordinators. This refers to the person who is in-charge of

disseminating information regarding the technological and technical aspect of

ICT in education (Song et al., 2011). In this study, this refers to the people who

are portraying as leaders in the integration of ICT to elementary education.

ICT Support System. This refers to a group of programs or system used

by service providers for monitoring, controlling, analyzing and managing the

information and communication technology implemented in an institution

(Adanza, 2014). In this study, this will be the basis of the program to be

developed by the researcher to enhance the role of ICT coordinators in selected

public elementary school in area 2 of Batangas province.

Information literacy. This refers to the ability to evaluate information

across a range of media; recognize when information is needed; locate,

synthesize, and use information effectively; and accomplish these functions using

technology, communication networks, and electronic resources (MOE, 2010). In

this study, this refers to the skills of the ICT coordinators on their acquisition of

information about the technology and usage of information and computing

technology in teaching primary education.

Learning Skills. This refers to the activity or process of gaining

knowledge or skill by studying, practicing, being taught, or experiencing

something (Solar et al., 2011). In this study, this refers to the description of ICT

coordinators on how they acquire learning in using the information and

59
communication technology which is significant to this study due to the ICT

integration to elementary education

Life Skills. This refers to a skill that is necessary or desirable for full

participation in everyday life (Solar et al., 2011). In this study, this pertains to the

ability of the ICT coordinators to perform everyday activities relative to the ICT

productivity and integration in primary education

Literacy Skills. This refers to gaining of knowledge through reading as

well as using media and technology. These skills also help students create

knowledge through writing as well as developing media and technology.(Solar et

al., 2011). In this study, this to the description of ICT coordinators based on the

21st century skills for digital age that is relative to their ability to acquire

knowledge through the help of society, technology and media.

Planning. This refers to the fulfilment of task related to the planning

development, facilitation, and monitoring of an ICT-vision and an ICT-policy

(Devolder, Vanderline, Braak and Tondeur, 2010). In this study, this refers to the

ability of the ICT coordinators to formulate policy plan and planning for methods

in delivery of ICT education among primary schools.

60
 CHAPTER III

RESEARCH METHOD AND PROCEDURE

This section presents the method and procedures used in the study. This

part includes the research design, the subject of the study, data gathering

instrument and statistical treatment of data.

Research Design

The study will make use of descriptive research design to determine the

role of ICT coordinators in public elementary schools in area 2 in Batangas

province. It is the most appropriate method to use since it is a fact finding and

can discuss the present condition of the role of ICT coordinators.

The descriptive method is a fact-finding study with adequate and accurate

interpretation of the findings. It describes what is and gives emphasis on existing

relationship between current condition, practices, situation or any phenomena.

The method also utilized a structured tool and instrument to be able to use data

statistics without biased and measure it through scale (Hale and Napier, 2013).

Subject of the Study

The subject of the study will be 118 ICT coordinators and 166 teachers of

public elementary schools in area 2 of Batangas province.

61
Municipality ICT Teachers Percent Respondent
Coordinators
(population) (Teachers)

Bauan 24 320 31.87 53

Lobo 23 164 16.33 27

Mabini 18 175 17.43 29

San Luis 19 131 13.05 22

San Pascual 20 122 12.15 20

Tingloy 14 92 9.17 15

TOTAL 118 1004 100 166

All ICT coordinators will be involved in the study. However, in terms of

teachers, the sample size will be taken from the total population using the

Slovin’s formula with 5% margin of error. And the number of participants from

each district determined using the proportional sampling.

Data Gathering Instrument

In gathering data needed in the study, the following will be utilized:

questionnaire, documentary analysis and interview.

Questionnaire. The questionnaire will be self-structured as the main tool

in gathering data and will be composed of four major parts. Part 1 will include the

profile of the school in terms of location of the school, number of years using ICT,

computer software used, and ICT program offered. Part 2 will identify the

description of ICT coordinators based on their learning skills, literacy skills, life

skills and attitudes towards ICT. Part 3 will include the role of ICT coordinators in

62
terms of planning ICT policy plan, budgeting resources, implementing ICT plan

and evaluating student outcome. And part 4 will cover the challenges

encountered by the ICT coordinators in improving the teacher’s ICT

performance.The questionnaire will be constructed using different relevant data

and information about the ICT coordinatorship and tools to answer the problem

stated in Chapter 1.

Construction.The researcher will go to different libraries and will gather

relevant information to propose a topic. It was then submitted to their adviser for

approval. After the approval of the topic, the researcher will start reading different

books, journals, and theses in different libraries and research for ICT

coordinatorship. The developed questionnaire will be based on different concepts

and studies and used the statement of the problem to guide her of what is

included in the tool.

Validation.This will be submitted to her adviser for revision and approval.

After it will be approved, then it will be submitted to the panel of experts for

further criticism and assessment of the gathering instrument. After it will be

approved, it will be distributed among the respondents in different schools.

Administration. Two set of questionnaires will be distributed to the

respondents. One for the ICT coordinators and another for the teachers.

Attached to the questionnaire is a letter of request asking permission to answer

the questionnaire, stating the purpose and objectives of the study. The

researcher will give ample time for the respondents to answer the questionnaire

63
and will retrieve it immediately. It will be tallied, and tabulated for the analysis of

the results and will be presented in Chapter IV.

Scoring of Responses. The questionnaire was the 4Likert scale wherein

4 is the highest and 1 as the lowest.

The scale and verbal interpretation used were the following:

Option Scale/Range Verbal Interpretation

4 3.50 – 4.00 Strongly Agree

3 2.50 – 3.49 Agree

2 1.50 – 2.49 Disagree

1 1.00 – 1.49 Strongly Disagree

Documentary Analysis. This will be used to gather necessary

information to support the discussion and findings of the study. The data were

gathered from the ICT integration of Department of Education and the selected

public elementary schools in area 2 of Batangas Province.

Interview. Unstructured interview questions related to the study will be

conceptualized. The interview will be done during the distribution, administration

and retrieval of the questionnaire wherein the researcher will able to talk to the

ICT coordinators and teachers.

Focused Group Discussion. Group discussion among the school

teachers and ICT coordinators will be done during the conduct of research. This

64
is to gather information about the experiences of the school personnel and

administrators about the extent of ICT coordinatorship and the problems during

the implementation of ICT in the school.

Data Gathering Procedure

After the approval of the adviser of the questionnaire to be used, a letter of

request will be prepared for the school administrator, approved by the adviser to

be submitted to the principals of public elementary schools in area 2 of Batangas

Province asking permission to conduct the study.

Upon the approval of the request, the researcher will personally administer

the questionnaire to the respondents. The purpose and directions will be

explained to ensure the accuracy and clarity of the responses. The researcher

assured confidentiality of the responses on the survey sheets. Participants will be

given time to answer the questionnaire. The researcher will answer their queries

and retrieved the answered questionnaire immediately.

After administering and collecting the accomplished questionnaires, the

responses were collated, scored, tabulated and treated using appropriate

statistical tools.

Statistical Treatment of Data

The data gathered will be classified, tallied and analyzed. Statistical tools

were used:

65
 Percentage and Frequency Distribution. This will be used to determine

the profile of the school in terms of location of the school, number of years using

ICT, computer software used, and ICT program offered.

Weighted mean. This will be used to determine the description of ICT

coordinators based on their learning skills, literacy skills, life skills and attitudes

towards ICT. This will also distinguished the role of ICT coordinators in terms of

planning ICT policy plan, budgeting resources, implementing ICT plan and

evaluating student outcome; and the challenges encountered by the ICT

coordinators in improving the teacher’s ICT performance.

Pearson r Correlation. This will be used to determine the significant

difference on the responses of two groups of respondents as they assessed the

description of ICT coordinators based on their learning skills, literacy skills, life

skills and attitudes towards ICT.

66
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71
ICT COORDINATORSHIP IN PUBLIC ELEMENTARY SCHOOLS IN AREA 2
PROVINCE OF BATANGAS

A Thesis Proposal
Presented to
The Faculty of the Graduate School
College of Teacher Education
Batangas State University
Batangas City

In Partial Fulfilment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management

By

JEDALYN B. DINGLASAN

0915-803-1215
0917-112-4197

72
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